Term of Award

Spring 2019

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Carl Sorgen

Committee Member 1

Meca Williams-Johnson

Committee Member 2

Beth Durodoye

Abstract

Many scholarly works have focused on the problems that Black males face in higher education at predominantly White institutions (PWI). However, few have explored specific factors that lead to the success of Black males. This study focuses on the Multicultural Center’s role in Black male success a PWI. There are a myriad of issues that Black men face when pursuing higher education ranging from a lack of financial resources to “invisibility” in the collegial environment. These challenges are further exacerbated for Black men who are enrolled at a PWI. The Multicultural Center (MC) is among the essential modalities that can be used by Black men in college to cope with and overcome the often stubborn and burdensome challenges that accompany their post-secondary education experience. The purpose of the study was to examine how participating in academic and social programs offered by the MC at a PWI aid in the success of Black male students. The research questions were predicated on the ways that Black men navigate the academic and social collegiate challenges at a PWI and how the MC helps in this regard. The theoretical frameworks for the study included PVEST, Social Cognitive Theory, and Tinto’s Model of Integration. In keeping with the qualitative approach and Interpretative Phenomenological Analysis methodology, a sample of 7 Black male participants was chosen by purposive sampling. Interviews and a focus group discussion were then conducted after receipt of their informed consent. Data were transcribed and coded. The main conclusion of the study was that the MC assisted the Black male students at the PWI in a social sense. Accordingly, it is recommended that the Black male students re-examine their mind-set about realities at the PWI and their (non) interaction with White peers and White faculty for optimizing academic advancement. Furthermore, senior-level administrators of the PWI should take the particular challenges of Black males into consideration, and review the operation and funding of the MC, so as to make effectual changes for benefiting Black male students.

Index Words: Black male college students, Predominantly white institutions (PWIs), Multicultural center (MC)

Research Data and Supplementary Material

No

Share

COinS